Screen Time and Child Brain Development: How Digital Media Shapes Young Minds

In today’s digital age, screens have become an integral part of our children’s lives. With up to 99% of adolescents using the internet and about 85% engaging in electronic gaming, it’s clear that screen media activity (SMA) is here to stay (Rikkers et al., 2016). But as parents, we need to be aware of the potential impacts this constant digital exposure can have on our children’s developing brains.

Recent studies have shed light on the complex relationship between screen time and brain development, and the findings are cause for concern. Researchers have discovered that excessive screen time is associated with significant changes in brain structure, particularly in areas crucial for cognitive control, attention processing, and reward systems (Paulus et al., 2019).

One of the most affected areas is the prefrontal cortex, which is vital for decision-making and impulse control. Studies have shown that adolescents with problematic gaming or high screen time use have reduced cortical thickness and altered functional connectivity in this region (Weng et al., 2015). This could potentially explain why some children struggle with self-control when it comes to limiting their screen time.

Even more alarming is the impact on the brain’s reward system. The striatum, which includes areas like the caudate nucleus and putamen, shows alterations in adolescents with high screen use (Hong et al., 2015). These areas are linked to reward processing and habit formation, which may explain why some children seem “addicted” to their devices. In fact, one study found increased grey matter volume in the accumbens and caudate nucleus in adolescents with problematic gaming (Cai et al., 2015).

But it’s not just about brain structure. These changes have real-world implications for our children’s behaviour and cognitive abilities. Some screen-related brain patterns are associated with higher levels of externalizing behaviours, suggesting that excessive screen time might contribute to more impulsive or aggressive tendencies. Additionally, certain patterns of screen use correlate with lower performance on tests of fluid and crystallized intelligence (Paulus et al., 2019).

Emotion regulation is another area of concern. Studies have found that adolescents with problematic gaming show alterations in brain regions associated with emotion regulation (Chun et al., 2015; Schettler et al., 2021). This links back to why some children have difficulty managing their emotions, particularly when asked to turn off their devices.

However, it’s important to note that not all screen time is created equal. Different types of screen activities, such as gaming versus social media use, may have distinct effects on brain structure and function (Paulus et al., 2019). Some screen-related brain patterns such as creative or reaction games, are even associated with better cognitive performance in certain areas including reaction times, and motor skills (Paulus et al., 2019).

So, what does this mean for us as parents? First and foremost, it underscores the importance of balance. While we don’t need to completely eliminate screen time, we do need to be mindful of its potential impacts and set appropriate limits, and even more importantly we need to educate our children on the impacts.

Here are some key takeaways:

Monitor screen time: Be aware of how much time your child is spending on devices, the frequency, and what types of activities they’re engaging in.

Encourage diverse activities: Promote a mix of screen-based and non-screen activities to support diverse brain development. There are esports teams that have mandatory exercise requirements to be allowed practice time.

Quality over quantity: Pay attention to the content of your child’s screen time. Educational or interactive content has very different impacts than passive viewing (Horowitz-Kraus & Hutton, 2017). Likewise social or creative games such as Minecraft or board games is vastly different to the competitive or isolating games such as Fortnite or Modern Warfare.

Model healthy habits: Children learn by example. Demonstrate balanced screen use in your own life. Play games with them to normalise social games and put your phone away. Try and read the emotions of those close to you when they are on social media. Can’t? …the blank emotionless look many people get while using devices prevents young children from learning how to regulate.

 

Remember, the goal isn’t to demonize technology, but to use it wisely. By understanding the potential impacts of screen time on our children’s developing brains, we can make informed decisions that promote healthy development in the digital age.

References

Cai, C., Yuan, K., Yin, J., Feng, D., Bi, Y., Li, Y., Yu, D., Jin, C., Qin, W., & Tian, J. (2015). Striatum morphometry is associated with cognitive control deficits and symptom severity in internet gaming disorder. Brain Imaging and Behavior, 10(1), 12-20.

Chun, J. W., Choi, J., Cho, H., Lee, S. K., & Kim, D. J. (2015). Altered brain activity and the effect of personality traits in excessive internet gaming during decision making. CNS Spectrums, 20(6), 567-574.

Hong, S. B., Kim, J. W., Choi, E. J., Kim, H. H., Suh, J. E., Kim, C. D., Klauser, P., Whittle, S., Yücel, M., Pantelis, C., & Yi, S. H. (2015). Reduced orbitofrontal cortical thickness in male adolescents with internet addiction. Behavioral and Brain Functions, 11(1), 12.

Horowitz-Kraus, T., & Hutton, J. S. (2017). Brain connectivity in children is increased by the time they spend reading and decreased by the length of exposure to screen-based media. Acta Paediatrica, 107(4), 685-693.

Paulus, M. P., Squeglia, L. M., Bagot, K., Jacobus, J., Kuplicki, R., Breslin, F. J., Bodurka, J., Morris, A. S., Thompson, W. K., Bartsch, H. N., & Tapert, S. F. (2019). Screen media activity and brain structure in youth: Evidence for diverse structural correlation networks from the ABCD study. NeuroImage, 185, 140-153.

Rikkers, W., Lawrence, D., Hafekost, J., & Zubrick, S. R. (2016). Internet use and electronic gaming by children and adolescents with emotional and behavioural problems in Australia – results from the second Child and Adolescent Survey of Mental Health and Wellbeing. BMC Public Health, 16(1), 399.

Schettler, L., Thomasius, R., & Paschke, K. (2021). Neural correlates of problematic gaming in adolescents: A systematic review of structural and functional magnetic resonance imaging studies. Frontiers in Psychiatry, 12, 580539.

Wang, H., Jin, C., Yuan, K., Shakir, T. M., Mao, C., Niu, X., Niu, C., Guo, L., & Zhang, M. (2015). The alteration of gray matter volume and cognitive control in adolescents with internet gaming disorder. Frontiers in Behavioral Neuroscience, 9, 64.

Weng, C. B., Qian, R. B., Fu, X. M., Lin, B., Han, X. P., Niu, C. S., & Wang, Y. H. (2015). Gray matter and white matter abnormalities in online game addiction. European Journal of Radiology, 82(8), 1308-1312.